This document provides an overview of an economics course, including what the course involves, how the class will be organized, and the structure of the course material. The course aims to help students understand basic economic functions, institutions, and theories. It will cover macroeconomic concepts and analyze the US and global economies. The class will be taught through lectures, readings, assignments, projects and tests. Students will be expected to participate, take thorough notes, and complete all work on time. The grading system and breakdown of assessments is also outlined.
This document provides an overview and syllabus for an economic reporting course taking place in Spring 2011. The course will be taught on Thursdays from 5-7:50pm in Room 430. Instructor Greg David will introduce students to key concepts in economics and business reporting. Students will learn to write for an economic blog and produce stories on economic indicators. The major assignment will involve applying economics to cover a story for general readers. By the end of the course, students should be able to analyze economic issues, interpret data, and reliably cover business/economic news. Required readings include two textbooks and assigned news articles. Students will also track an assigned economic media source.
The document outlines five key principles of the United States Constitution: popular sovereignty, limited government, federalism, separation of powers, and checks and balances. It discusses how power is divided and shared between the legislative, executive, and judicial branches at both the federal and state levels to prevent any one branch from becoming too powerful. The three branches can check each other through powers like vetoing laws, confirming appointments, and declaring laws unconstitutional.
The document provides an overview of the history and key concepts of finance and banking in the United States, including:
1) It describes the origins and purposes of money, different types of currencies, and the characteristics of an effective currency.
2) It outlines the development of the American banking system from the early national banks through periods of instability, and the eventual creation of the Federal Reserve System in 1913 to oversee monetary policy and regulate banks.
3) It discusses modern banking practices like money supply, managing accounts, providing loans, and the roles of other financial institutions.
The document outlines a multi-day lesson plan covering early forms of government including ancient Greece and Rome. It discusses the branches and types of government, including autocracy, oligarchy, and democracy. It describes how democracy developed in Athens under leaders like Draco and Clisthenes. It also summarizes the rise and fall of the Roman Republic and Empire, and how this influenced the development of government in medieval England and the American colonies.
The document summarizes the role and process of the legislative branch of government in the United States. It explains that Congress is made up of the Senate and House of Representatives and their role is to create laws. It provides details on the composition of Congress including number of members, terms, and qualifications. The process of how a bill becomes a law is outlined involving introduction, committee review, votes in both houses, and potential presidential approval or veto.
The document summarizes key aspects of the US Executive Branch, including the presidency, bureaucracy, and historical trends. It outlines constitutional qualifications for the presidency, presidential duties and styles of leadership. It also discusses precedents set by early presidents like Washington, challenges faced by Lincoln during the Civil War, and modern presidents from Teddy Roosevelt to Bill Clinton. The bureaucracy section outlines the White House staff, executive departments, and civil service system.
The document discusses various options for K-12 education in the United States besides traditional public schools, including private schools, voucher programs, charter schools, cyber schools, and home schooling. It argues that greater school choice would empower parents to choose the best education option for their children rather than being restricted to their assigned public school. It also suggests that alternatives to public schools may better serve students with special needs or from low-income families compared to the current public school system.
The nominating process is the critical first step in the election process where the field of candidates is narrowed. There are three main nominating methods - caucuses and conventions where party members select candidates, and direct primaries where all voters can participate. The direct primary is now the principal nominating method in the US, allowing open participation by voters through open or closed primaries. Some candidates also use petitions as a nominating device by gathering voters' signatures to qualify for the ballot.
This document provides an overview and syllabus for an economic reporting course taking place in Spring 2011. The course will be taught on Thursdays from 5-7:50pm in Room 430. Instructor Greg David will introduce students to key concepts in economics and business reporting. Students will learn to write for an economic blog and produce stories on economic indicators. The major assignment will involve applying economics to cover a story for general readers. By the end of the course, students should be able to analyze economic issues, interpret data, and reliably cover business/economic news. Required readings include two textbooks and assigned news articles. Students will also track an assigned economic media source.
The document outlines five key principles of the United States Constitution: popular sovereignty, limited government, federalism, separation of powers, and checks and balances. It discusses how power is divided and shared between the legislative, executive, and judicial branches at both the federal and state levels to prevent any one branch from becoming too powerful. The three branches can check each other through powers like vetoing laws, confirming appointments, and declaring laws unconstitutional.
The document provides an overview of the history and key concepts of finance and banking in the United States, including:
1) It describes the origins and purposes of money, different types of currencies, and the characteristics of an effective currency.
2) It outlines the development of the American banking system from the early national banks through periods of instability, and the eventual creation of the Federal Reserve System in 1913 to oversee monetary policy and regulate banks.
3) It discusses modern banking practices like money supply, managing accounts, providing loans, and the roles of other financial institutions.
The document outlines a multi-day lesson plan covering early forms of government including ancient Greece and Rome. It discusses the branches and types of government, including autocracy, oligarchy, and democracy. It describes how democracy developed in Athens under leaders like Draco and Clisthenes. It also summarizes the rise and fall of the Roman Republic and Empire, and how this influenced the development of government in medieval England and the American colonies.
The document summarizes the role and process of the legislative branch of government in the United States. It explains that Congress is made up of the Senate and House of Representatives and their role is to create laws. It provides details on the composition of Congress including number of members, terms, and qualifications. The process of how a bill becomes a law is outlined involving introduction, committee review, votes in both houses, and potential presidential approval or veto.
The document summarizes key aspects of the US Executive Branch, including the presidency, bureaucracy, and historical trends. It outlines constitutional qualifications for the presidency, presidential duties and styles of leadership. It also discusses precedents set by early presidents like Washington, challenges faced by Lincoln during the Civil War, and modern presidents from Teddy Roosevelt to Bill Clinton. The bureaucracy section outlines the White House staff, executive departments, and civil service system.
The document discusses various options for K-12 education in the United States besides traditional public schools, including private schools, voucher programs, charter schools, cyber schools, and home schooling. It argues that greater school choice would empower parents to choose the best education option for their children rather than being restricted to their assigned public school. It also suggests that alternatives to public schools may better serve students with special needs or from low-income families compared to the current public school system.
The nominating process is the critical first step in the election process where the field of candidates is narrowed. There are three main nominating methods - caucuses and conventions where party members select candidates, and direct primaries where all voters can participate. The direct primary is now the principal nominating method in the US, allowing open participation by voters through open or closed primaries. Some candidates also use petitions as a nominating device by gathering voters' signatures to qualify for the ballot.
This course examines how the judiciary is a political institution in the American system of government. Over the semester, topics will illustrate the political nature of courts at both the state and federal level, including the structure of courts and actors that participate in and affect outcomes. Students will analyze how civil and criminal cases proceed through different courts and the role of appellate courts. The goal is for students to understand how the judiciary is more than a legal institution and is fundamentally part of American politics. Students will complete reading assignments, write weekly syntheses and questions, and take a midterm and final exam.
Political Science 100 Introduction to American GovernmentCOURSE DES.docxLeilaniPoolsy
Political Science 100: Introduction to American GovernmentCOURSE DESCRIPTION AND LEARNING GOALS:
100 American Government (3)
People, their politics, and power; contemporary issues, changing political styles and processes, institution and underlying values of the American political system. Satisfies state requirements in U.S. Constitution and California State and local government. One or more sections offered online.
This course is a college level introduction to American government. Students will begin to develop the body of knowledge necessary for informed civic participation. More specifically, students will learn about democratic principles, the structure and institutions of government, the role that ethnicity, race, gender, class, culture and the economy play in shaping the political landscape in America.
By the end of the course students will have learned:
· what the fundamental characteristics of American government are and how the U.S. Constitution affects the organization of government, the relationship between national and state governments, and the relationship between government and citizens.
· understand human political behavior as it is expressed individually, collectively, and in groups.
· how the executive, legislative and judicial branches are organized and the role they play in the policymaking process.
· the institutions and politics of California.
· how to effectively use this knowledge as thoughtful citizens participating in civil society.
COURSE ASSIGNMENTS/REQUIREMENTS:
Exams. There will be three exams in this class. The two midterm exams are worth 100 points each and will cover distinct units identified on the course schedule below. The final exam will be comprehensive. All exams will include multiple choice and essay questions. Students must bring a blank Scantron form #882-E and a blank Bluebook to each exam (both can be purchased at the bookstore).
Quizzes. There will be weekly quizzes in multiple choice format. Scantron form 882E is required for each of the quizzes.
Students will also be graded on a short newspaper report. The objective of the report is to take something you learned in class and apply it to current events. As such, students will be required to write a 5 page paper on a newspaper article, where students analyze the article and discuss how it applies to or incorporates a key concept covered in the course. A more detailed description of this assignment will be passed out to students later on in the semester.
Attendance and Participation. Learning is an active exercise. Students at all levels of learning and accomplishment benefit when they become actively engaged in class. Therefore, weekly quizzes will be given in order to ensure attendance and to make sure students keep abreast of the readings,
Grading:
Midterm One: 20% of course grade
Midterm Two: 20% of course grade
Weekly Quizzes 20% of course grade
Writing Assignment: 20% of course grade
Final Exam: 20% of course grade
Grading Stand.
Question Please answer the question presented below in at.docxmakdul
Question:
Please answer the question presented below in at least 500 ORIGINAL words. Answers should be
submitted as WORD DOCUMENTS to the appropriate and corresponding 'Critical Engagement Exercise 3'
drop box on this e-Learn course site no later than 11:59PM on this Monday, June 20.
NOTE: please read and understand the warning I posted in the News Item below about assignment
submissions. You have each and all been warned. If you need clarification about this assignment, then
please contact me before Friday at 12PM or visit my regularly scheduled office hours (Tues/Thurs 3:00-
4:30PM).
The question for this week is as follows:
What were some of the key problems facing the United States and the Early Republic following
independence? Use specific examples.
Warning:
For the most part, the assignments I received for Critical Engagement Exercise 1 were of decent quality--
-though I expect to see gradual improvements in each of your academic writing skills as we progress
through the semester based on my feedback regarding your work.
There were, however, enough violations of course policies to warrant this intervention on my part
before issuing the instructions for Critical Engagement Exercise 2.
Firstly, if you plagiarize anything in any of your assignments then you will automatically receive a "0-F"
grade for the assignment. If you plagiarize a second time on any of your assignments, then you will
automatically fail the entire course and be referred to the Dean of Students.
If you are not clear on what exactly plagiarism is or what constitutes it, then you should have read the
syllabus more thoroughly----as well as the Student Handbook here at TSU before becoming a student
here. Plagiarism violates international intellectual property and copyright laws---enforced by the
Executive Branch of the Federal Government of the United States, participating member countries of the
World Trade Organization (formerly GATT), and Interpol.
Secondly, some of you submitted a different assignment than the one announced for Critical
Engagement Exercise 1 under 'News' on the right side of the course homepage here on e-Learn. What
some of you decided to do was to get help from other students I have taught in past semesters; those of
you who did this, did the wrong assignment.
You will receive 0 credit for this assignment, and the Instructor is insulted and offended that you are
utilizing the e-Learn sites of former students rather than following the course content on your own e-
Learn course page for THIS SEMESTER. You should not be accessing other students' e-Learn pages, and
doing so will do you no good in this class. Simply put, it is a path to failure in and of itself.
Thirdly, you must submit all of your written assignments for this course as WORD DOCUMENTS and to
the appropriate dropbox as WORD DOCUMENTS. No exceptions will be allowed going forward. This is
not my r ...
This document provides information about a history course covering United States history from pre-Columbian cultures through Reconstruction. It outlines course requirements including weekly readings from the textbook, additional online materials, and discussion questions. Students must complete 3 primary source analysis assignments, 2 exams, and participate in weekly online discussions. The course will be online with communication through Blackboard. Grading will be based on exams, discussions, and the primary source analyses. A schedule of chapters and due dates is provided.
St. Thomas Aquinas College West Point Campus Histo.docxaryan532920
St. Thomas Aquinas College
West Point Campus
History of The United States II
HIS 102 Spring Online March 28-May 6, 2016
Adjunct Professor : Susan J. Rucano
Email: [email protected]
I can be reached through email and Moodle. I frequently sign in to email and Moodle, and I will
generally answer student questions within 24-36 hours.
No textbook is required for this course. Readings from both primary and secondary sources will be
provided on Moodle.
Course Description
This course will examine major political, economic, social, cultural, and intellectual forces and
events from 1865 to the present; emphasis on selected topics to comprehend both their historical
and contemporary significance on American life and culture.
Course Objectives:
Understand the factors of Reconstruction & their impact on American politics
Understand the political, economic & technical changes & examine their impact on U.S.
history
Examine American political & intellectual developments and their long-term influence
Examine the rise of cities and their contributions to economic and social history
Analyze the ideas that influence U.S. politics and culture
Examine U.S. participation in world events of the 20
th
century
Examine primary sources to examine major events
College Core Objectives: Upon successful completion of this course, well prepared, engaged &
successful students will be able to:
Identify the ideas and politics that have influenced U.S. history since 1865
Analyze the processes of political, social & economic change in the U.S. since 1865
Determine how science and technological change have impacted U.S. development
Examine primary sources to understand major historical problems & debates
“The Social Science Division cultivates the student’s ability to reach logical conclusions, make
reasoned arguments, and communicate observations through speech and writing. It is essential to
the education of our students as citizens who are informed and therefore, valuable to their
communities.”
The Social Science Division Mission Statement
mailto:[email protected]
Course Methodology
This course is taught online via Moodle, and includes the presentation of an assortment of media.
Students are required to participate in all discussions and assignments for the successful completion of
this course. This course is divided into six modules, each with a discussion, videos, PowerPoints, and
assignments.
The grade breakdown will be as follows:
Discussion 25%
Discussion includes reading the assigned sources and making significant contributions to the
online discussion as it relates to the topic. Successful students are expected to have read the
assigned readings and to have viewed the required course materials. Students will be evaluated
on the following: how thoroughly they contribute to the discussion, the relevance of the
c ...
This document provides an overview of an American Government and Economics course taught by Mrs. Leathery. The American Government portion focuses on the origins and functions of the US government, while Economics focuses on modern economic systems and theory. Key units in American Government include the three branches of government, elections, and levels of government. Key units in Economics include economic systems, supply and demand, and economic policy. Grades are calculated based on tests, quizzes, classwork, and homework. The document outlines classroom expectations, discipline policies, and required materials.
This syllabus outlines a U.S. Government course taught by instructors Adam Penman and Anthony Simmons. The course aims to equip students with the skills and knowledge to be responsible and engaged citizens through understanding the U.S. political and economic system. Students will analyze real-world problems and policy solutions, develop communication and research skills, and complete projects, tests, quizzes, and assignments making up 40%, 30%, and 30% of their grade respectively. The syllabus provides course materials, late work policies, and classroom rules regarding debate, cell phones, and technology use. Parents are encouraged to contact the instructors with any questions.
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...RaymondJohnBaliling
The document provides background information on social sciences, natural sciences, and humanities. It discusses:
1. The emergence of social sciences from ancient philosophy and their development through major historical periods like the Age of Enlightenment and Industrial Revolution.
2. Key figures like Auguste Comte who coined the term "sociology" and thinkers like Marx who provided early theories in social sciences.
3. Definitions of social sciences as the study of human societies and relationships, natural sciences as the study of natural phenomena based on evidence, and examples of branches under natural sciences.
EAPP Quarter 2 – Module 2 Stand on Issues Supported by Factual Evidences.pdfLeah Condina
This module discusses defending a position on an issue by presenting arguments supported by factual evidence. It explains that claims require evidence to be credible. Examples show arguments supported by citations and statistics versus unsupported claims. Common propaganda techniques are also outlined to help identify strong versus weak arguments. The key is using evidence like quotes, examples, and data from credible sources to back positions, while acknowledging opposing views and providing counter-evidence.
Please answer the question presented below in at least 500 O.docxmattjtoni51554
Please answer the question presented below in at least 500
ORIGINAL words. Answers should be submitted as WORD
DOCUMENTS to the appropriate and corresponding 'Critical
Engagement Exercise 2' dropbox on this e-Learn course site
no later than 11:59PM on this Sunday, June 12.
NOTE: please read and understand the warning I posted in
the News Item below about assignment submissions. You
have each and all been warned. If you need clarification
about this assignment, then please contact me before Friday
at 12PM or visit my regularly scheduled office hours
(Tues/Thurs 3:00-4:30PM).
The question for this week is as follows:
Compare and contrast the northern and southern
colonies of British North America in terms of the
people who moved to these colonies, their
motivations, and the structures of everyday life.
Properly Submitting Assignments--A Warning Actions for Properly Submitting
Assignments--A Warning
Dear Class,
For the most part, the assignments I received for Critical Engagement Exercise 1
were of decent quality---though I expect to see gradual improvements in each of
your academic writing skills as we progress through the semester based on my
feedback regarding your work.
There were, however, enough violations of course policies to warrant this
intervention on my part before issuing the instructions for Critical Engagement
Exercise 2.
Firstly, if you plagiarize anything in any of your assignments then you will
automatically receive a "0-F" grade for the assignment. If you plagiarize a second
time on any of your assignments, then you will automatically fail the entire course
and be referred to the Dean of Students.
If you are not clear on what exactly plagiarism is or what constitutes it, then you
should have read the syllabus more thoroughly----as well as the Student Handbook
here at TSU before becoming a student here. Plagiarism violates international
intellectual property and copyright laws---enforced by the Executive Branch of the
Federal Government of the United States, participating member countries of the
World Trade Organization (formerly GATT), and Interpol.
Secondly, some of you submitted a different assignment than the one announced for
Critical Engagement Exercise 1 under 'News' on the right side of the course
homepage here on e-Learn. What some of you decided to do was to get help from
other students I have taught in past semesters; those of you who did this, did the
wrong assignment.
You will receive 0 credit for this assignment, and the Instructor is insulted and
offended that you are utilizing the e-Learn sites of former students rather than
following the course content on your own e-Learn course page for THIS SEMESTER.
You should not be accessing other students' e-Learn pages, and doing so will do you
no good in this class. Simply put, it is a path to failure in and of itself.
Thirdly, you must submit all of your written assignments for this course as WORD
.
Here are the steps to create a physical map of an imaginary nation:
1. Draw the outline of the land and water forms that make up your imaginary nation. Include at least 5 different landforms or bodies of water.
2. Name your imaginary nation at the top of the map.
3. Give each landform or body of water a unique name. For example, you could name a mountain range the "Snowy Peaks" or a river the "Rushing River."
4. Add any other relevant geographic or political details like capital cities, provinces, forests, etc.
5. Color and shade your map to make it visually appealing. You can use colored pencils, crayons
This document provides information about a graduate seminar on social stratification and inequality. The course will examine theoretical frameworks for explaining unequal outcomes and evaluate them using empirical evidence. Students will complete two exams, two research papers, and participate in an online community to discuss relevant media. One paper involves analyzing a student's family's social mobility over generations. The other requires selecting a determinant of inequality and reviewing research on related theories. Students must also contribute weekly posts and comments to the online community. The goal is to enhance understanding of stratification and its impacts on well-being.
Helping Students Become More Self-Regulated LearnersBradley Vaden
The document discusses strategies for improving student motivation and academic self-regulation in the classroom. It addresses the importance of students developing beliefs and skills related to self-efficacy, goal-setting, help-seeking, and developing adaptive attributions for success or failure. The document also discusses how instructor beliefs can impact student motivation and provides strategies instructors can use to foster student engagement and self-regulated learning.
This syllabus outlines the course details for a 10th grade U.S. History class taught by Mr. Terron Brooks. The course will provide a chronological study of major events and developments in U.S. history from early European exploration through Reconstruction. Teaching methods will include hands-on activities, group work, projects and lectures. Students will use The American Vision textbook and be expected to take notes, complete homework and projects, and will be evaluated based on tests, quizzes, notebooks and classwork. The syllabus provides objectives, procedures, requirements and policies around attendance, grading, and conferences.
This document is a syllabus for a mythology course that covers major myths from various world cultures and time periods. The course is divided into 16 modules covering myths from Native American, Greek, Norse, Egyptian, Russian, Indian, Chinese, Japanese, and Caribbean traditions. Students will read primary texts and complete assignments like essays, presentations, and tests on each module's myths. They will also read two independent books of their choosing and complete a final exam essay discussing parallels between ancient mythology and modern life. The syllabus outlines course objectives, policies on academic integrity, grading, and required texts.
This document outlines the course description, goals, units, assignments, and policies for an Advanced Placement US Government and Politics class. The course will use the textbook American Government to guide students through units covering the foundations of government, political behavior, the legislative, executive, and judicial branches, and public policy. Major assignments include reading assignments with written responses each night, essays applying to previous AP exams for each unit, a document-based question, a free response question, and a term paper. The class requires students to purchase various materials and has policies for late work.
DISS_mod2_Nature and Functions of Social Sciences Disciplines.pdfRaymondJohnBaliling
The document provides an overview of the nine core disciplines within social sciences - anthropology, demography, economics, geography, history, linguistics, political science, psychology, and sociology. It defines each discipline, explains their functions and nature. The disciplines are distinct but interconnected fields that aim to study and understand human society and behavior through various lenses.
The course seeks to enhance International Development major students’ understanding of the past, present and future of the United Nations. It also provides background information and analysis of major multilateral institutions working with the UN in the area of international development. The first part of the course is devoted to understanding the big picture of what the UN has done in the past, the current activities of the UN and the direction it is going. The main aim of this first part is to establish a firm foundation of how the UN works and to become familiar with its complex bureaucracy. The main focus of the second part of the course is to understand the nature of the problems confronted by the UN and international community in their efforts to maintain international peace and security, cooperate in solving international problems such as eradicate poverty, promote respect for human rights and sustainable development. The main purpose is to assess the UN efforts in addressing these substantive problems. Not only should the students be experts on the UN activity, by the end of the course they should develop a firm grasp on the major problems that characterize international politics and global governance.
This module discusses social stratification systems using sociological perspectives. It defines social stratification as the classification of people into socioeconomic classes based on occupation, income, wealth, and social status. There are generally considered to be three main social classes: the upper class, middle class, and lower class. The module examines the different views of Karl Marx and Max Weber on social desirables and social class. It also explains the concepts of social mobility and the different types such as horizontal, vertical, upward, and downward mobility. Finally, it discusses some issues related to social stratification in the Philippines concerning wealth, income, ethnicity, gender, sexual orientation, and people with disabilities.
Thomas Lincoln and Nancy Hanks Lincoln had a son, Abraham Lincoln, in 1809 in Kentucky. Abraham worked various jobs as a young man and became a lawyer in Illinois. He was elected to the U.S. House of Representatives in 1846 and advocated for the abolition of slavery. Elected as the first Republican president in 1860, Lincoln led the country during the Civil War and issued the Emancipation Proclamation in 1863, freeing slaves in rebel states. On April 14, 1865, Lincoln was assassinated by John Wilkes Booth at Ford's Theater in Washington D.C., dying the next morning.
The document provides information about key events and aspects of the 1920s in the United States, with a focus on Prohibition. It discusses how the 18th Amendment prohibited the sale and manufacture of alcohol nationwide from 1920 to 1933, which was very unpopular. It also notes that people found ways to circumvent the law by purchasing illegal liquor or making their own alcohol. The monument depicted appears to memorialize resistance to Prohibition, referencing John Barleycorn and dates relevant to the enactment and repeal of Prohibition.
This course examines how the judiciary is a political institution in the American system of government. Over the semester, topics will illustrate the political nature of courts at both the state and federal level, including the structure of courts and actors that participate in and affect outcomes. Students will analyze how civil and criminal cases proceed through different courts and the role of appellate courts. The goal is for students to understand how the judiciary is more than a legal institution and is fundamentally part of American politics. Students will complete reading assignments, write weekly syntheses and questions, and take a midterm and final exam.
Political Science 100 Introduction to American GovernmentCOURSE DES.docxLeilaniPoolsy
Political Science 100: Introduction to American GovernmentCOURSE DESCRIPTION AND LEARNING GOALS:
100 American Government (3)
People, their politics, and power; contemporary issues, changing political styles and processes, institution and underlying values of the American political system. Satisfies state requirements in U.S. Constitution and California State and local government. One or more sections offered online.
This course is a college level introduction to American government. Students will begin to develop the body of knowledge necessary for informed civic participation. More specifically, students will learn about democratic principles, the structure and institutions of government, the role that ethnicity, race, gender, class, culture and the economy play in shaping the political landscape in America.
By the end of the course students will have learned:
· what the fundamental characteristics of American government are and how the U.S. Constitution affects the organization of government, the relationship between national and state governments, and the relationship between government and citizens.
· understand human political behavior as it is expressed individually, collectively, and in groups.
· how the executive, legislative and judicial branches are organized and the role they play in the policymaking process.
· the institutions and politics of California.
· how to effectively use this knowledge as thoughtful citizens participating in civil society.
COURSE ASSIGNMENTS/REQUIREMENTS:
Exams. There will be three exams in this class. The two midterm exams are worth 100 points each and will cover distinct units identified on the course schedule below. The final exam will be comprehensive. All exams will include multiple choice and essay questions. Students must bring a blank Scantron form #882-E and a blank Bluebook to each exam (both can be purchased at the bookstore).
Quizzes. There will be weekly quizzes in multiple choice format. Scantron form 882E is required for each of the quizzes.
Students will also be graded on a short newspaper report. The objective of the report is to take something you learned in class and apply it to current events. As such, students will be required to write a 5 page paper on a newspaper article, where students analyze the article and discuss how it applies to or incorporates a key concept covered in the course. A more detailed description of this assignment will be passed out to students later on in the semester.
Attendance and Participation. Learning is an active exercise. Students at all levels of learning and accomplishment benefit when they become actively engaged in class. Therefore, weekly quizzes will be given in order to ensure attendance and to make sure students keep abreast of the readings,
Grading:
Midterm One: 20% of course grade
Midterm Two: 20% of course grade
Weekly Quizzes 20% of course grade
Writing Assignment: 20% of course grade
Final Exam: 20% of course grade
Grading Stand.
Question Please answer the question presented below in at.docxmakdul
Question:
Please answer the question presented below in at least 500 ORIGINAL words. Answers should be
submitted as WORD DOCUMENTS to the appropriate and corresponding 'Critical Engagement Exercise 3'
drop box on this e-Learn course site no later than 11:59PM on this Monday, June 20.
NOTE: please read and understand the warning I posted in the News Item below about assignment
submissions. You have each and all been warned. If you need clarification about this assignment, then
please contact me before Friday at 12PM or visit my regularly scheduled office hours (Tues/Thurs 3:00-
4:30PM).
The question for this week is as follows:
What were some of the key problems facing the United States and the Early Republic following
independence? Use specific examples.
Warning:
For the most part, the assignments I received for Critical Engagement Exercise 1 were of decent quality--
-though I expect to see gradual improvements in each of your academic writing skills as we progress
through the semester based on my feedback regarding your work.
There were, however, enough violations of course policies to warrant this intervention on my part
before issuing the instructions for Critical Engagement Exercise 2.
Firstly, if you plagiarize anything in any of your assignments then you will automatically receive a "0-F"
grade for the assignment. If you plagiarize a second time on any of your assignments, then you will
automatically fail the entire course and be referred to the Dean of Students.
If you are not clear on what exactly plagiarism is or what constitutes it, then you should have read the
syllabus more thoroughly----as well as the Student Handbook here at TSU before becoming a student
here. Plagiarism violates international intellectual property and copyright laws---enforced by the
Executive Branch of the Federal Government of the United States, participating member countries of the
World Trade Organization (formerly GATT), and Interpol.
Secondly, some of you submitted a different assignment than the one announced for Critical
Engagement Exercise 1 under 'News' on the right side of the course homepage here on e-Learn. What
some of you decided to do was to get help from other students I have taught in past semesters; those of
you who did this, did the wrong assignment.
You will receive 0 credit for this assignment, and the Instructor is insulted and offended that you are
utilizing the e-Learn sites of former students rather than following the course content on your own e-
Learn course page for THIS SEMESTER. You should not be accessing other students' e-Learn pages, and
doing so will do you no good in this class. Simply put, it is a path to failure in and of itself.
Thirdly, you must submit all of your written assignments for this course as WORD DOCUMENTS and to
the appropriate dropbox as WORD DOCUMENTS. No exceptions will be allowed going forward. This is
not my r ...
This document provides information about a history course covering United States history from pre-Columbian cultures through Reconstruction. It outlines course requirements including weekly readings from the textbook, additional online materials, and discussion questions. Students must complete 3 primary source analysis assignments, 2 exams, and participate in weekly online discussions. The course will be online with communication through Blackboard. Grading will be based on exams, discussions, and the primary source analyses. A schedule of chapters and due dates is provided.
St. Thomas Aquinas College West Point Campus Histo.docxaryan532920
St. Thomas Aquinas College
West Point Campus
History of The United States II
HIS 102 Spring Online March 28-May 6, 2016
Adjunct Professor : Susan J. Rucano
Email: [email protected]
I can be reached through email and Moodle. I frequently sign in to email and Moodle, and I will
generally answer student questions within 24-36 hours.
No textbook is required for this course. Readings from both primary and secondary sources will be
provided on Moodle.
Course Description
This course will examine major political, economic, social, cultural, and intellectual forces and
events from 1865 to the present; emphasis on selected topics to comprehend both their historical
and contemporary significance on American life and culture.
Course Objectives:
Understand the factors of Reconstruction & their impact on American politics
Understand the political, economic & technical changes & examine their impact on U.S.
history
Examine American political & intellectual developments and their long-term influence
Examine the rise of cities and their contributions to economic and social history
Analyze the ideas that influence U.S. politics and culture
Examine U.S. participation in world events of the 20
th
century
Examine primary sources to examine major events
College Core Objectives: Upon successful completion of this course, well prepared, engaged &
successful students will be able to:
Identify the ideas and politics that have influenced U.S. history since 1865
Analyze the processes of political, social & economic change in the U.S. since 1865
Determine how science and technological change have impacted U.S. development
Examine primary sources to understand major historical problems & debates
“The Social Science Division cultivates the student’s ability to reach logical conclusions, make
reasoned arguments, and communicate observations through speech and writing. It is essential to
the education of our students as citizens who are informed and therefore, valuable to their
communities.”
The Social Science Division Mission Statement
mailto:[email protected]
Course Methodology
This course is taught online via Moodle, and includes the presentation of an assortment of media.
Students are required to participate in all discussions and assignments for the successful completion of
this course. This course is divided into six modules, each with a discussion, videos, PowerPoints, and
assignments.
The grade breakdown will be as follows:
Discussion 25%
Discussion includes reading the assigned sources and making significant contributions to the
online discussion as it relates to the topic. Successful students are expected to have read the
assigned readings and to have viewed the required course materials. Students will be evaluated
on the following: how thoroughly they contribute to the discussion, the relevance of the
c ...
This document provides an overview of an American Government and Economics course taught by Mrs. Leathery. The American Government portion focuses on the origins and functions of the US government, while Economics focuses on modern economic systems and theory. Key units in American Government include the three branches of government, elections, and levels of government. Key units in Economics include economic systems, supply and demand, and economic policy. Grades are calculated based on tests, quizzes, classwork, and homework. The document outlines classroom expectations, discipline policies, and required materials.
This syllabus outlines a U.S. Government course taught by instructors Adam Penman and Anthony Simmons. The course aims to equip students with the skills and knowledge to be responsible and engaged citizens through understanding the U.S. political and economic system. Students will analyze real-world problems and policy solutions, develop communication and research skills, and complete projects, tests, quizzes, and assignments making up 40%, 30%, and 30% of their grade respectively. The syllabus provides course materials, late work policies, and classroom rules regarding debate, cell phones, and technology use. Parents are encouraged to contact the instructors with any questions.
DISS_mod1_Introduction to Social Sciences with Natural Sciences and Humaniti...RaymondJohnBaliling
The document provides background information on social sciences, natural sciences, and humanities. It discusses:
1. The emergence of social sciences from ancient philosophy and their development through major historical periods like the Age of Enlightenment and Industrial Revolution.
2. Key figures like Auguste Comte who coined the term "sociology" and thinkers like Marx who provided early theories in social sciences.
3. Definitions of social sciences as the study of human societies and relationships, natural sciences as the study of natural phenomena based on evidence, and examples of branches under natural sciences.
EAPP Quarter 2 – Module 2 Stand on Issues Supported by Factual Evidences.pdfLeah Condina
This module discusses defending a position on an issue by presenting arguments supported by factual evidence. It explains that claims require evidence to be credible. Examples show arguments supported by citations and statistics versus unsupported claims. Common propaganda techniques are also outlined to help identify strong versus weak arguments. The key is using evidence like quotes, examples, and data from credible sources to back positions, while acknowledging opposing views and providing counter-evidence.
Please answer the question presented below in at least 500 O.docxmattjtoni51554
Please answer the question presented below in at least 500
ORIGINAL words. Answers should be submitted as WORD
DOCUMENTS to the appropriate and corresponding 'Critical
Engagement Exercise 2' dropbox on this e-Learn course site
no later than 11:59PM on this Sunday, June 12.
NOTE: please read and understand the warning I posted in
the News Item below about assignment submissions. You
have each and all been warned. If you need clarification
about this assignment, then please contact me before Friday
at 12PM or visit my regularly scheduled office hours
(Tues/Thurs 3:00-4:30PM).
The question for this week is as follows:
Compare and contrast the northern and southern
colonies of British North America in terms of the
people who moved to these colonies, their
motivations, and the structures of everyday life.
Properly Submitting Assignments--A Warning Actions for Properly Submitting
Assignments--A Warning
Dear Class,
For the most part, the assignments I received for Critical Engagement Exercise 1
were of decent quality---though I expect to see gradual improvements in each of
your academic writing skills as we progress through the semester based on my
feedback regarding your work.
There were, however, enough violations of course policies to warrant this
intervention on my part before issuing the instructions for Critical Engagement
Exercise 2.
Firstly, if you plagiarize anything in any of your assignments then you will
automatically receive a "0-F" grade for the assignment. If you plagiarize a second
time on any of your assignments, then you will automatically fail the entire course
and be referred to the Dean of Students.
If you are not clear on what exactly plagiarism is or what constitutes it, then you
should have read the syllabus more thoroughly----as well as the Student Handbook
here at TSU before becoming a student here. Plagiarism violates international
intellectual property and copyright laws---enforced by the Executive Branch of the
Federal Government of the United States, participating member countries of the
World Trade Organization (formerly GATT), and Interpol.
Secondly, some of you submitted a different assignment than the one announced for
Critical Engagement Exercise 1 under 'News' on the right side of the course
homepage here on e-Learn. What some of you decided to do was to get help from
other students I have taught in past semesters; those of you who did this, did the
wrong assignment.
You will receive 0 credit for this assignment, and the Instructor is insulted and
offended that you are utilizing the e-Learn sites of former students rather than
following the course content on your own e-Learn course page for THIS SEMESTER.
You should not be accessing other students' e-Learn pages, and doing so will do you
no good in this class. Simply put, it is a path to failure in and of itself.
Thirdly, you must submit all of your written assignments for this course as WORD
.
Here are the steps to create a physical map of an imaginary nation:
1. Draw the outline of the land and water forms that make up your imaginary nation. Include at least 5 different landforms or bodies of water.
2. Name your imaginary nation at the top of the map.
3. Give each landform or body of water a unique name. For example, you could name a mountain range the "Snowy Peaks" or a river the "Rushing River."
4. Add any other relevant geographic or political details like capital cities, provinces, forests, etc.
5. Color and shade your map to make it visually appealing. You can use colored pencils, crayons
This document provides information about a graduate seminar on social stratification and inequality. The course will examine theoretical frameworks for explaining unequal outcomes and evaluate them using empirical evidence. Students will complete two exams, two research papers, and participate in an online community to discuss relevant media. One paper involves analyzing a student's family's social mobility over generations. The other requires selecting a determinant of inequality and reviewing research on related theories. Students must also contribute weekly posts and comments to the online community. The goal is to enhance understanding of stratification and its impacts on well-being.
Helping Students Become More Self-Regulated LearnersBradley Vaden
The document discusses strategies for improving student motivation and academic self-regulation in the classroom. It addresses the importance of students developing beliefs and skills related to self-efficacy, goal-setting, help-seeking, and developing adaptive attributions for success or failure. The document also discusses how instructor beliefs can impact student motivation and provides strategies instructors can use to foster student engagement and self-regulated learning.
This syllabus outlines the course details for a 10th grade U.S. History class taught by Mr. Terron Brooks. The course will provide a chronological study of major events and developments in U.S. history from early European exploration through Reconstruction. Teaching methods will include hands-on activities, group work, projects and lectures. Students will use The American Vision textbook and be expected to take notes, complete homework and projects, and will be evaluated based on tests, quizzes, notebooks and classwork. The syllabus provides objectives, procedures, requirements and policies around attendance, grading, and conferences.
This document is a syllabus for a mythology course that covers major myths from various world cultures and time periods. The course is divided into 16 modules covering myths from Native American, Greek, Norse, Egyptian, Russian, Indian, Chinese, Japanese, and Caribbean traditions. Students will read primary texts and complete assignments like essays, presentations, and tests on each module's myths. They will also read two independent books of their choosing and complete a final exam essay discussing parallels between ancient mythology and modern life. The syllabus outlines course objectives, policies on academic integrity, grading, and required texts.
This document outlines the course description, goals, units, assignments, and policies for an Advanced Placement US Government and Politics class. The course will use the textbook American Government to guide students through units covering the foundations of government, political behavior, the legislative, executive, and judicial branches, and public policy. Major assignments include reading assignments with written responses each night, essays applying to previous AP exams for each unit, a document-based question, a free response question, and a term paper. The class requires students to purchase various materials and has policies for late work.
DISS_mod2_Nature and Functions of Social Sciences Disciplines.pdfRaymondJohnBaliling
The document provides an overview of the nine core disciplines within social sciences - anthropology, demography, economics, geography, history, linguistics, political science, psychology, and sociology. It defines each discipline, explains their functions and nature. The disciplines are distinct but interconnected fields that aim to study and understand human society and behavior through various lenses.
The course seeks to enhance International Development major students’ understanding of the past, present and future of the United Nations. It also provides background information and analysis of major multilateral institutions working with the UN in the area of international development. The first part of the course is devoted to understanding the big picture of what the UN has done in the past, the current activities of the UN and the direction it is going. The main aim of this first part is to establish a firm foundation of how the UN works and to become familiar with its complex bureaucracy. The main focus of the second part of the course is to understand the nature of the problems confronted by the UN and international community in their efforts to maintain international peace and security, cooperate in solving international problems such as eradicate poverty, promote respect for human rights and sustainable development. The main purpose is to assess the UN efforts in addressing these substantive problems. Not only should the students be experts on the UN activity, by the end of the course they should develop a firm grasp on the major problems that characterize international politics and global governance.
This module discusses social stratification systems using sociological perspectives. It defines social stratification as the classification of people into socioeconomic classes based on occupation, income, wealth, and social status. There are generally considered to be three main social classes: the upper class, middle class, and lower class. The module examines the different views of Karl Marx and Max Weber on social desirables and social class. It also explains the concepts of social mobility and the different types such as horizontal, vertical, upward, and downward mobility. Finally, it discusses some issues related to social stratification in the Philippines concerning wealth, income, ethnicity, gender, sexual orientation, and people with disabilities.
Similar to Academic economicssyllabus11 12(2) (20)
Thomas Lincoln and Nancy Hanks Lincoln had a son, Abraham Lincoln, in 1809 in Kentucky. Abraham worked various jobs as a young man and became a lawyer in Illinois. He was elected to the U.S. House of Representatives in 1846 and advocated for the abolition of slavery. Elected as the first Republican president in 1860, Lincoln led the country during the Civil War and issued the Emancipation Proclamation in 1863, freeing slaves in rebel states. On April 14, 1865, Lincoln was assassinated by John Wilkes Booth at Ford's Theater in Washington D.C., dying the next morning.
The document provides information about key events and aspects of the 1920s in the United States, with a focus on Prohibition. It discusses how the 18th Amendment prohibited the sale and manufacture of alcohol nationwide from 1920 to 1933, which was very unpopular. It also notes that people found ways to circumvent the law by purchasing illegal liquor or making their own alcohol. The monument depicted appears to memorialize resistance to Prohibition, referencing John Barleycorn and dates relevant to the enactment and repeal of Prohibition.
From 1860-1900, the United States became an economic superpower due to its vast natural resources, booming population from immigration, a pro-business government, and American ingenuity. Innovations like the Bessemer process and widespread use of steel facilitated the construction of skyscrapers and bridges. Industrialists like Rockefeller, Carnegie, and others consolidated their industries vertically and horizontally, forming trusts and monopolies to maximize profits despite facing criticism for harsh treatment of workers. This period of rapid industrialization and economic growth also saw the rise of big cities, labor issues, and concerns over the power of large corporations.
1) Daniel Shays, a former soldier, struggled financially after the Revolutionary War due to high taxes imposed by the Massachusetts government to pay war debts. He led a rebellion called Shays' Rebellion to protest these taxes.
2) In 1786, Shays and thousands of armed rebels known as "Regulators" marched on courthouses to try and stop debt collections and tax enforcement. They were able to shut down courts but were later defeated by government forces.
3) In January 1787, Shays led over 1,000 rebels in an attack on the federal arsenal in Springfield to seize weapons, but they were repelled by cannon and musket fire, with several rebels killed or wounded. This
George Washington will serve as President of the Convention to keep order and direct debate. James Madison will serve as Secretary to take notes. Their duties are outlined. Delegates are assigned roles that represent different states and positions on issues like federal power and slavery. The document outlines beliefs held by each delegate that will guide their participation in the debates.
The Articles of Confederation had several severe problems:
- The national government had no ability to tax states, collect revenue, or engage in war. Each state acted independently.
- There was no unified currency, trade was restricted between states, and the judicial system varied between states.
- Congress had one equal vote for each state regardless of population size, and there was no executive branch to enforce laws.
- Amendments required approval of all 13 states, so the Articles were difficult to change. Overall, the Articles created a weak national government and the United States operated more as a confederation of independent states.
The document summarizes key events and people in the American Revolutionary War from 1775-1783, including the battles of Lexington and Concord, Bunker Hill, Trenton and Saratoga, and Valley Forge. It discusses the British shifting their focus to the South in 1778 due to loyalist support. General Nathaniel Greene used hit-and-run tactics against the British in the South. The document also summarizes the decisive American victory at Yorktown in 1781 and the terms of the Treaty of Paris in 1783, which granted independence to the United States. It analyzes the impacts of the war on loyalists, slaves, and women's roles.
The Battle of Bunker Hill took place on June 17, 1775 on Breed's Hill, where 1500 colonial militia had constructed an earthwork fortification overnight. The British, led by General Howe and with 2400 troops, made three assaults on the colonial position. Though the colonists were eventually forced to retreat due to running low on ammunition and lacking experience in hand-to-hand combat, they inflicted heavy casualties on the British troops during their frontal assaults. While the British maintained control of the battlefield, the victory came at such a high cost that it bolstered the confidence of the colonists and showed that colonial militia could stand up to the superior British forces.
The document discusses the events surrounding the signing and adoption of the Declaration of Independence in 1776. It summarizes that the Second Continental Congress organized in Philadelphia to debate independence from Britain, with delegates deeply divided on pursuing peace or independence. Thomas Paine's pamphlet "Common Sense" rallied colonists to accept independence. The Declaration of Independence was signed on July 4th, 1776, declaring American sovereignty and notifying the King that the colonies considered themselves independent.
During the winter of 1777-78, the British Army was stationed comfortably in Philadelphia while Washington's Continental Army suffered through the harsh winter at Valley Forge. Over 2,000 soldiers died from disease and exposure, but General Von Steuben helped transform the untrained army. Though no battle occurred at Valley Forge, it was considered an American victory because the Continental Army emerged better trained and prepared under Washington's leadership.
Washington attacks the Hessians in Trenton, New Jersey on December 26th, 1776 in a surprise victory. He then crosses the Delaware River again and attacks Princeton, New Jersey, winning another battle. These victories boost American morale and support for the colonial cause. Meanwhile, Burgoyne's British forces are stopped at Saratoga, New York in 1777, forcing his entire army to surrender in a major defeat for the British.
The Battle of Cowpens took place in South Carolina in 1778. The slightly undulating battlefield was open with spaced out trees. The American general placed approximately 1,000 militia and Continental soldiers on a crest with the militia in front. Around 150 yards ahead was a thinner militia line as scouts. The British had around 1,100 infantry and cavalry lined up in two lines facing the Americans, with cannons in the center. The Broad River was about 3 inches wide on the map grid, while smaller rivers were 1-2 inches wide. The hills were flat topped with gradual slopes and some rocky areas.
This document provides a guide to important people, events, and battles of the Revolutionary War. It includes notes on British generals William Howe and Charles Cornwallis, King George III, and the traitor Benedict Arnold. American heroes discussed are Thomas Jefferson, Paul Revere, Samuel Adams, Benjamin Franklin, George Washington, and Nathaniel Greene. Minutemen, the colonial militia who were ready to fight in a minute's notice, are also mentioned. Maps, a timeline, and materials for a Revolutionary War game are included to aid understanding of this pivotal time period.
The American Revolution timeline document summarizes important events from 1775 to 1783. It describes early battles such as Lexington and Concord in 1775 where the Revolutionary War began, the Battle of Bunker Hill where Americans surrounded Boston, and Washington's Christmas Day surprise attack on Hessian mercenaries in Trenton, New Jersey in 1776. It also discusses the pivotal American victory at Saratoga in 1777 that convinced France to ally with the rebels, and the eventual siege of Yorktown in 1781 that forced British General Cornwallis to surrender, effectively ending major fighting in the Revolutionary War.
The document discusses sovereignty over the American colonies as tensions rose between Great Britain and the colonies. It explains that Britain maintained legal sovereignty but its actual control was weakening as the colonies grew more autonomous. As Britain tried to reassert control through taxes and laws, the colonies began to unite in opposition to taxation without representation. This growing conflict came to a head with events like the Boston Massacre, increasing tensions and pushing the colonies closer to revolution for independence from British rule.
The document summarizes Britain's changing policies towards its American colonies from the mid-17th century to the 1770s. It begins with a policy of "salutary neglect", where Britain left the colonies alone as long as they were profitable. However, after the French and Indian War, Britain adopted a more controlling "hands on" approach to try to pay off war debts and manage its lands. This included passing new taxes like the Stamp Act to directly tax the colonies, leading to protests by colonists who argued they were being taxed without representation.
The document summarizes the events leading up to the Boston Tea Party and its aftermath. In response to previous tax acts, the Townshend Acts imposed new taxes on goods and allowed smugglers to be tried without juries in Britain. In response, colonists organized boycotts which led to the repeal of most taxes except the Tea Act. This allowed the British East India Company to sell tea cheaper in the colonies, angering colonial merchants. In protest, the Sons of Liberty disguised as Native Americans dumped crates of tea into Boston harbor. In retaliation, the British passed the Intolerable Acts closing Boston harbor and changing colonial government. This led the colonies to organize the First Continental Congress to petition the king and consider
The document provides an overview of Chapter 3 from the textbook "America: Pathways to the Present". It covers four main sections: 1) An Empire and Its Colonies, discussing how the English Civil War and mercantilism impacted colonial development. 2) Life in Colonial America, describing colonial society, occupations, education, and women's roles. 3) African Americans in the Colonies, focusing on slavery, the Middle Passage, and laws controlling slaves. 4) Emerging Tensions, covering western expansion, reactions from Native Americans and the French, and religious tensions in the colonies. Assessment questions are included at the end of each section.
Mercantilism was an economic theory where countries sought to accumulate gold and silver by collecting resources from colonies in order to become more powerful. Colonies provided resources to their mother country, which manufactured goods and sold them back to the colonies for a profit. This triangular trade between Europe, Africa, and the Americas involved the exchange of slaves, rum, sugar cane, timber, and guns. Countries that successfully practiced mercantilism through colonial trade became economically strong and developed powerful militaries.
The document summarizes key events of the French and Indian War in North America between 1754 and 1763. It discusses how the Ohio River Valley was desirable for settlement due to its fertile land and location at the confluence of the Allegheny, Monongahela, and Ohio Rivers. The French responded to British settlements in the Ohio River Valley by attacking a militia led by George Washington in 1754, starting the French and Indian War. Ultimately, the British were able to defeat the French through better preparation of troops under William Pitt and capturing the French capital of Quebec City in 1759 after a three month siege. The war ended with the Treaty of Paris in 1763, giving much of New France to the British.
A toxic combination of 15 years of low growth, and four decades of high inequality, has left Britain poorer and falling behind its peers. Productivity growth is weak and public investment is low, while wages today are no higher than they were before the financial crisis. Britain needs a new economic strategy to lift itself out of stagnation.
Scotland is in many ways a microcosm of this challenge. It has become a hub for creative industries, is home to several world-class universities and a thriving community of businesses – strengths that need to be harness and leveraged. But it also has high levels of deprivation, with homelessness reaching a record high and nearly half a million people living in very deep poverty last year. Scotland won’t be truly thriving unless it finds ways to ensure that all its inhabitants benefit from growth and investment. This is the central challenge facing policy makers both in Holyrood and Westminster.
What should a new national economic strategy for Scotland include? What would the pursuit of stronger economic growth mean for local, national and UK-wide policy makers? How will economic change affect the jobs we do, the places we live and the businesses we work for? And what are the prospects for cities like Glasgow, and nations like Scotland, in rising to these challenges?
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
An accounting information system (AIS) refers to tools and systems designed for the collection and display of accounting information so accountants and executives can make informed decisions.
Dr. Alyce Su Cover Story - China's Investment Leadermsthrill
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
Discovering Delhi - India's Cultural Capital.pptxcosmo-soil
Delhi, the heartbeat of India, offers a rich blend of history, culture, and modernity. From iconic landmarks like the Red Fort to bustling commercial hubs and vibrant culinary scenes, Delhi's real estate landscape is dynamic and diverse. Discover the essence of India's capital, where tradition meets innovation.
Budgeting as a Control Tool in Government Accounting in Nigeria
Being a Paper Presented at the Nigerian Maritime Administration and Safety Agency (NIMASA) Budget Office Staff at Sojourner Hotel, GRA, Ikeja Lagos on Saturday 8th June, 2024.
KYC Compliance: A Cornerstone of Global Crypto Regulatory FrameworksAny kyc Account
This presentation explores the pivotal role of KYC compliance in shaping and enforcing global regulations within the dynamic landscape of cryptocurrencies. Dive into the intricate connection between KYC practices and the evolving legal frameworks governing the crypto industry.
KYC Compliance: A Cornerstone of Global Crypto Regulatory Frameworks
Academic economicssyllabus11 12(2)
1. Senior Academics – Economics
Mr. Smith
1. Economics – What does the course involve?
Probably the most practical social science, this course will help prepare you to
observe and participate in the economy. You will be able to observe the global,
national, state, and local economies for purposes that range from voting to
investing. America’s stability and success has always been partly due to it’s
thriving economy. This economy will only continue to improve if it’s citizens are
educated about it. Other important institutions that you may participate in the
future and will learn about in class include businesses and labor organizations.
This class will also help you prepare for the most practical and personal economic
functions. These basic functions include checking, savings, taxes, and
employment. Academic economics is designed to prepare students for a
university career.
2. Organization of the Class
Discipline – Strictly follow discipline code and procedure of schools. Respect and
well-mannered behavior will be a must in class. Students will raise hands before
speaking, unless involved in group work. Students will not begin to leave until the
instructor has dismissed them. Those not acting responsibly will face the following
consequences:
1. Deduction of class participation points.
2. Warning.
3. Retraining.
4. Removed from room, alternative assignment.
5. Parents contacted
6. Office referral.
Insubordination, and harassment despite a warning of other students will result in
immediate dismissal to the office (this includes putting your head down).
Student Responsibilities – Bring all necessary writing materials. Students will be
expected to complete assignments on time. There will be no exceptions. Students will be
on time to class. Class participation will be a must. If you are not present for class,
immediately retrieve instructions and missed course work, this is your responsibility.
Student Attendance – Rules for attendance will be followed strictly. Students legally
absent up to three consecutive days will have three days to make up assignments. Those
absent for more than three days will have a number of days equal to the number missed.
Those not obtaining a legal excuse will receive a 0% on the assignment, even if they have
completed it and turned it in. This includes those illegally tardy! Those that are
2. consistently absent will be unable to receive benefits of in-class instruction and
participation.
Work – Notes will be taken in class with a possibility of notebook checks. Text will be
occasionally used so that you may receive information from as many different forms and
sources as possible. Unannounced quizzes will be used throughout the course to make
sure that you are keeping up to date on all class materials. Tests will occur at the end of
each unit. Current Events will be due at the end of the week. Smaller activities will
count as homework and occasionally we will work on larger projects. Late assignments
will be given 0%. No late work will be accepted. All assignments will be submitted
through the drop box on Blended Schools Blackboard by 11:59pm of assigned date
(Unless otherwise noted). If you have a Blackboard problem, please e-mail
fsmith@gorockets.org right away. Make some attempt to turn in the assignment (by e-
mail if necessary). You may text my e-mail, but please include your name. If you have
technology difficulties, please leave a voicemail at 814-827-2715 X 1240. You will have
to turn in a hard copy by 8:00 am the next school day and you will need proof of the error
(if an error message pops us, take a picture of it or print screen).
Reading Quizzes – There will be no more than five per unit, but no less than one. These will only be
on basic terms and concepts, especially when readings have been assigned. Each will be worth ten
points.
Essays and Papers – Essays and Papers – Will be worth thirty points. They will be
graded for content, accuracy, explanation, spelling, and grammar. Essays will be at
least 500 words in length. All papers will use MLA format. Include title, outline,
body, in-text citations and works cited.
Projects – Projects – Consisting of a presentation and a 1000 word paper (which will
include a title, outline and works cited page), projects will be worth 100 points for
each part. All papers will use MLA format. Semester final exam (midterm),
class participation and project grade for the quarter will be taken X1 if
completed, X0 if not.
Tests – Every unit will have a test. There are six units all together. We should complete three units
per quarter. These tests will consist of multiple choice, fill in the blank, and essay sections. Each will
be worth 100 points.
Exam – Occurring at the end of the semester, this will simply be testing all material presented to that
point in the course. This will be similar to a regular unit test, but worth 200 points and spread over two
days. It will count as part of your final and as a grade for quarter 4. Not taking the exam will also
result in a loss of class participation points.
Class Participation – Classroom behavior as well as your level of participation will be included in this
part of the grade. Students wishing to receive the full ten- percent of their grade for class participation
must answer or ask questions in class at least four times a week. Responses must be more than yes or
no answers. They will be backed up with an explanation. Disrespectful behavior, being tardy for class,
not turning in homework, not paying attention, and using class time unwisely will result in a deduction
of class participation.
Current Events – Students will read articles from various publications that involve issue of economics
(national or international news). You must include a link to the article.
3. You will then write a paragraph summary, a second paragraph of your opinion
on the matter, and a third paragraph that relates this to economics. You may
retrieve these articles from any of the following renowned publications.
Newsweek, Time, US News and World Report, The New York Times, The
Washington Post, and the Wall Street Journal. You may also use USA Today. It
is important to use these national sources instead of local sources so you have
better access to a wide range of articles. One point will be taken off for each
direction not followed or if the paragraphs are not at least forty words each in
length for a total for 120 words. Most of these can be retrieved from the internet
and most will be available in class. Turn in a total of 6 current events every
quarter. Here are the following sites:
Newsweek: http://www.msnbc.com/news/NW-front_Front.asp
Time: http://www.time.com/time
Washington Post: http://www.washingtonpost.com/
New York Times: http://www.nytimes.com/ - this site involves registration, but it is
free.
US News and World Report: http://www.usnews.com/usnews/home.htm
USA Today: http://www.usatoday.com/
Each will be worth ten points. This assignment has the following qualities:
1. Responsibility – Due at end of every week.
2. Reading - Looking at various and renowned publications.
3. Writing – Summarizing, expressing yourself, and relating this to class
material.
4. Awareness – Realization of events that impact this nation and the
world.
Grades – The school’s grading system will be followed:
A: 90-100% D: 60-69%
B: 80-89% E: 50-59%
C: 70-79% F: Below 50%
The course will be weighted in the following manner:
Test: 50%
Quizzes: 15%
Class Participation 10%
Projects: 20%
In-Class Work 5%
4. 3. Organization of the Course Material
I. Basic Economics - Learn basic terms and structure of the study of
economics. Explore the economies of the United States and other
nation-states throughout history. Compare and contrast them and
analyze the American economy.
A. Economics – What is it?
Chapter 1 January 24th
B. Economic theories & systems - Adam Smith and Karl Marx
Chapter 2 January 26th
C. Command Economy - Economic History of the Soviet Union
D. Free markets, mixed economies and America. - Reaganomics.
Chapter 3 January 26th
Test January 31st
II. Economic Policy in the USA and World– Our collective nature,
through the government, safeguards or needs and rights. Some believe
that regulation and taxes are necessary, while other find them to be
crushing. Students will understand the impacts having little
government or too much involvement in the economy. Today’s
economy is interconnected throughout the world and provides the
USA with income and goods. Students will understand how the global
economy hurts and helps the economy.
A. Taxation.
Chapter 14 –February 2rd
B. Government Spending
Chapter 15 – February 7th
C. Global Economy and Free Trade.
Chapter 17 – February 9th
D. “Developed” World.
Chapter 18 – February 14th
E. Developing World.
February 20th – Freakonomics Review due
Test – February 21st
III. Macroeconomics - Measuring the economy is done with specific
means so that values can be compared throughout the world. Despite
being developed or undeveloped, all nation-states have three major
economic problems: unemployment, inflation, and poverty. Students
will recognize how a nation’s economy is measured and the core
characteristics of these universal problems.
A. Measuring the economy.
Chapter 12 – February 23rd
B. Inflation.
Chapter 13 – February 28th
C. Unemployment.
D. Poverty.
Nation-state Presentations- March 5th -9th
Test March 13th
4
5. 6 Current Events Due March 18th
IV. Microeconomics– Prices are determined when taking into consideration of
two variables: supply and demand. Changes in these two variables also
impact prices. Different types of businesses in different types of markets
make changes accordingly to their products and their prices. Students will
comprehend how prices are determined, distinguish between different types
of businesses and markets and how they impact the economy.
A. Demand and Supply.
Chapter 4 – March 15th
Chapter 5 – March 20nd
B. Creation of prices.
Chapter 6 – March 22th
C. Elasticity.
D. Market structure.
Chapter 7 – March 29th
Test – April 3rd
V. Labor– Selling of labor and participation in the labor market is part of all of
our lives. The education we have, the jobs we pick, and their salaries/wages
all can be explained by economics. Pay is decided either by supply and
demand or by collective bargaining by organized labor. Students will be able
to participate in and understand their rights in the labor market.
A. Business organizations.
Chapter 8 – April 10th
B. Labor market.
Chapter 9 – April 12th
C. Organized labor.
D. Labor Choices
E. American Labor Strikes
F. American Dreams - April 13th-15th Movie Review Paper due April
26th
Test – April 24th
VI. Finance (10 days) – Everyone invests in the economy, even if they do not
know it. Pensions, bank accounts, and insurance policies are all used to
invest in our economy on behalf of individuals. Students will understand the
benefits of our financial system and the restraints/supervisions that are placed
upon it.
A. Financial system.
Chapters 10 April 26th
Chapter 11 May 1st
Chapter 15 May 3rd
B. Investing, Saving
C. Borrowing, Purchases
D. Debt and Credit
Test – May 8th
6 Current Events due May 6th!
Freakonomics book review is due February 2nd
Project for 3rd quarter due March 4th, paper due March 11th.
American Dream Paper due April 23rd.
Project for 4th quarter due May 13th
Last Day for Seniors May 22nd
Final June 1st
5
6. Freakonomics
Students will read the book Freakonomics by Steven Levitt and Stephen Dubner, which
is about variety of unusual economic topics. Students will take a set of quizzes on the
book, but must also write a 500 word book review. The review must include a summary
of the book, the point of the author and your opinion. In the paper, you should also
reference a published book review and write whether you agree or disagree with their
opinion of the book. You must also use evidence to support or disprove the author’s
opinion on at least one topic that they have included in the book. The review will follow
MLA format, Times New Roman Size Twelve Font, double spaced with a title page,
outline and works cited page. Papers will be due by February 20 th at 11:59 pm. Grading
will follow the format included on this page. Cite Freakonomics, the published book
review you included, and the source you used to gather facts about one of the topics they
discussed.
Needs Developing (0) Developing (2) Proficient (4) Highly Proficient (6)
Criteria
Focus-Content Written response is Ideas are scatteredDeveloped ideas and Sophisticated,
(Addressing the confusing and needs and need further essentially accurate substantial, well-
question) more information. development. information. Answer developed ideas.
Does not answer Answer some most questions with Answer questions and
questions proposed questions with facts. back up with facts.
for paper. facts.
Organization Details and examples Details and Information in Information is
(Overall order, flow, show confused examples show logical order with presented in effective
and transitions) organization; hard to incorrect paragraphs and order; paragraphs and
follow organization transitions transitions help paper
flow smoothly
Introduction/ Introductory/ Introductory/ Introductory/ Introductory/
Conclusion Conclusion Conclusion Conclusion Conclusion paragraph
paragraph is not paragraph is paragraph contains a has a sharp, distinct
apparent vague focus focus
Style/Mechanics Lack of Limited sentence/ Some variety in Word choice is
sentence/word choice word choice and sentence structure excellent. Few or no
variety and repeated mechanical errors and word choice. mechanical errors. (5
weaknesses in somewhat Some mechanical or below)
mechanics interfere interfere with errors. (5-10 )
with writing. (15+) writing. (10-15 )
Sources Insufficient resources Research Research Research
are used accomplished by accomplished by two accomplished by three
one well chosen well chosen and or more well chosen
and stated source. stated sources. and stated sources.
5 points will be taken off for each instruction not followed or not working on assignment will in
lab/room.
6
7. Name period
Nation-State Research
As we have discussed in class, nations range from having free markets, to command
economies. No nation is perfectly free or command; instead, they fall on a scale ranging
from one to the other. Below is an example. The USA falls close to free and the former
USSR fell close to command.
Economic continuum:
Free Market--- -------USA----------------------------------------China--------USSR-Command
Choose any nation except the USA and use at least three internet sites to research their
economies. Make sure the CIA fact book is one of these sites. Do not use any wiki sites.
The most important thing you need to do is place your nation on the scale and report on
the condition of the economy. Would it be closer to command or free market? How
much is the government involved? How successful is the nation? This could be summed
up in a thesis statement such as: With low taxes and a moderate amount of government
regulations, the American economy is closer to the free market side of the spectrum while
retaining a high amount of success as proved by its GDP.
What is the background of this nation-state? What historical events have affected their
economy? Is this due to the amount of government involvement? What is their
government like? What type of natural resources do they have? What is the size of their
population? How do they use their land? What is their economy like? (Discuss poverty,
unemployment, stability) How is the government involved in the economy? What
indirect economic signs indicate how well off their nation is? Find five. (Life –
expectancy)
You will complete a PowerPoint presentation that will last 3-5 minutes. You will include
a title slide, at least four bullets of text, a practical illustration on each slide, along with a
works cited slide. You must have a total of seven slides. This is the bare minimum! You
will also submit a 1000 word report summarizing your findings. You will be graded on
the following:
Creativity (but don’t be annoying)
Pertinent Information
Following Directions
Accuracy
Speech and Eye Contact
Clarity of Presentation
7
8. Name period date May 15th
Academic Economics
Persuasive Project
Economic policies are usually the most politically pivotal issues. Public interpretation of these policies
influences elections, government regulation, treaties, and much more. These issues are divisive and the
public either splits on the topics and/or has little comprehension of them:
1. Minimum Wage – RAISE it. 16. The USA should send MORE foreign
2. Minimum Wage – STAY at $7.25. aid.
3. Welfare is a SUCCESS. 17. The USA should send LESS foreign
4. Welfare is a FAILURE. aid.
5. Flat taxes are good (example: everyone 18. Wealthy nations SHOULD forgive
pays 3%) poorer nations’ debt.
6. Progressive taxes are good (the richer 19. Wealthy nations SHOULD NOT
you are, the bigger percentage you pay) forgive poorer nations’ debt.
7. Regressive taxes are good (example: 20. Environmental regulations are
national sales tax). BENEFICIAL for America and the
8. Permanent tax cuts would be GOOD economy.
for the economy. 21. Environmental regulations are
9. Permanent tax cuts would be BAD for HARMFUL for America and the
the economy. economy.
10. The government SHOULD USE 22. PRO-Organized Labor.
DEFICIT SPENDING. 23. ANTI- Organized Labor.
11. The government SHOULD NOT USE 24. Continue to drill for OIL, especially in
DEFICIT SPENDING. North America.
12. Free trade is BENEFICIAL. 25. Switch resources to ALTERNATIVE
13. Free trade is NOT BENEFICIAL. FUEL SOURCES.
14. We SHOULD have a national health 26. Continue to use COALS as an energy
care system. source.
15. We should NOT have a national health 27. Increase usage of NUCLEAR energy.
care system. 28. Wal-Mart is GOOD for the economy.
29. Wal-Mart is BAD for the economy.
You will gather evidence to prepare for your position that you will present to the class. Each person must
have a 1000 word report that has the information you will use when presenting your case (Times New
Roman Size Twelve Font and Double Spaced, MLA). There will also be a title page, outline and a works-
cited page and sources will be cited in the paper. Grading will take into account if you are able to persuade
the audience based on a convincing presentation. Grading will take into account if you are able to persuade
the audience based on a convincing presentation (When presenting you should also counteract any
opposing positions that could be taken to yours) and come up with three questions to ask the opposition.
Students should use at least four sources (one from journals or books) to get a perfect score on that
section of the rubric. NO ENCYCLOPEDIAS! Presentations and paper will be turned in on the same
day. Presenters will be limited between three and five minutes per presentation. Reports will be worth
100 points and the power point presentation itself will be worth 100 points. Presentations will take
place at random and students will not read from their paper or slideshow. Those absent will be pressed to
the end of the list and will probably have to make up the presentation on their own. All should be prepared
to present, on the first day! Papers and presentations will be turned in prior to the first day. Surveys will
be taken at the end of the debates. Students will rate if their opinion has changed and which of the groups
had the most convincing presentation. Students that are selected by the most students as having the more
convincing presentation will receive five points. Students absent the day of their presentation will not be
eligible for the points and will have present on a different day. A visual (simple power point) will
accompany the presentation. They must also be completed and turned in with the paper.
8
9. Paper Rubric:
5 4 3 2 1
Paper format (x3) Title page, outline, Title page, outline, Title page, outline, Missing 1 Missing 2
works cited with no works cited with 1-5 works cited with +5 component. components or 1
errors. errors. errors. missing with multiple
errors.
Research (X3) 4 sources for research 3 sources for research 2 sources for research 1 source for research 0 sources for research
cited properly. cited properly. cited properly. cited properly. cited properly. (x0)
Written Report (X3) Organized into clear Mostly organized into Organized into Paragraph form. No clear paragraphs.
paragraphs. clear paragraphs. paragraphs.
Thesis (X3) Outlines clear and Writes clear thesis Writes thesis that Writes thesis that Unclear thesis that
original thesis that that matches paper matches paper topic matches paper topic resembles paper topic
matches paper topic topic and is supported and is somewhat and is slightly and is barely
and is strongly by points of supported by points supported by points supported by points
supported by points argument. of argument. of argument. of argument.
of argument.
Spelling/Grammar No errors. 1-5 errors. 6-10 errors. 10-15 errors. 16-20 errors.
(X4)
Position Taken (X4) Articulates clearly. Articulates clearly. Articulates clearly. Articulates clearly. Unable or unwilling
State five points of State four points of State three points of State two points of to articulate clearly,
arguments for and argument for and two argument for and one argument for and State points of
three against using against using specific, against using specific, refutes opposite argument using
specific, factual factual information. factual information. position. specific, factual
information. information.
Rubric for Presentation half of the debate project: Students will present for 3-5 minutes. You will be signaled when three and
four minutes approach and cut off when five minutes approach. Other five points will be voted on by students.
5 4 3 2 1
Eye Contact (X2) Looks at audience Looks at audience half Looks at the audience Looks at audience Rarely or never looks
almost all of the time, of the time, looking at less than half of the almost all of the time. at audience. Reads
glancing at notes notes. time. Reading Reading from notes from notes.
occasionally. directly from notes throughout most of
throughout the presentation.
presentation.
Questions (x3) In depth questions that In depth questions that Questions that the Questions that is Only two questions
the opposition has the opposition has opposition answers. merely factual, asked.
cannot answer. difficulty answering. answered with total
ease.
Answering questions Answers questions Has difficulty Has difficulty Has difficulty Cannot answer any of
(x3) with ease. answering one of the answering two of the answering all of the the questions at all.
questions. questions. questions.
Voice (X2) Voice can be heard at Voice can be heard at Voice can be heard at Voice can be heard at Voice cannot be heard
the back of the room the back of the room the back of the room the back of the room at the back of the
all of the time. most of the time. half of the time. less than half of the room.
time.
Visual (x3) Creative, illustrated Illustrated with major Major points or Distraction from Major distraction
with major points that points that emphasize illustrations that speech. Attention of from speech.
emphasize presentation, without emphasize audience or speaker Attention of audience
presentation, without taking away from presentation, without taken away. or speaker taken
taking away from speaking ability. taking away from away.
speaking ability. speaking ability.
Time (X2) 3-5 minutes Fifteen seconds less or Thirty seconds less or Forty-five seconds One minute less or
more. more. less or more. more.
Debate (X4) Articulates clearly. Articulates clearly. Articulates clearly. Articulates clearly. Unable or unwilling to
State five points of State four points of State three points of State two points of articulate clearly,
arguments for and argument for and two argument for and one argument for and State points of
three against using against using specific, against using specific, refutes opposite argument using
specific, factual factual information. factual information. position. specific, factual
information. information.
9
10. Name date April 24th period
Describe the positions of the following organizations on the ensuing negotiations:
Local P-9:
International UFCW:
Hormel:
Families that break away from the strike:
Public:
Write a movie review. Summarize the documentary with the information from above in
one paragraph. Secondly, write a paragraph about the point of the movie. What was the
filmmaker attempting to show here? Write a third paragraph reflecting your own
personal opinion of the film. Who do you think is to blame for this breakdown? This is a
matter of opinion. Back up your opinion with an explanation. Who do you think lost or
won the most here? Lastly, write a paragraph on how you think this film portrayed the
plight of unions in the United States. This will typed double-spaced, Times New Roman
size twelve font. Make sure to include name, period and date. (25 points + 5 points for
these notes). The rubric following the book review is for grading your writing. This
10
11. short 500 word essay will be worth thirty points. Scoring a six on each category will earn
students thirty points. Main idea or thesis should be the focus of supportive research.
MLA format is necessary. Short papers will follow this rubric.
11